Contextualising Parental Involvement at the Elementary Level in Jamaica

Autor/in	Cole, Sharline M.
Titel	Contextualising Parental Involvement at the Elementary Level in Jamaica
Quelle	In: International Journal of Early Years Education, 29 (2021) 2, S.139-153 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cole, Sharline M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1777844
Schlagwörter	Parent Participation; Foreign Countries; Elementary Education; Self Efficacy; Parent Attitudes; Parent School Relationship; Family Structure; Educational Attainment; Jamaica + Suchen Sie Ihr Suchwort? Elternmitwirkung; Ausland; Elementarunterricht; Self-efficacy; Selbstwirksamkeit; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Familienkonstellation; Familiensystem; Bildungsabschluss; Bildungsgut
Abstract	This research seeks to contextualise parental involvement in Jamaica based on data collected at the Grade One level from parents, teachers and principals. A sequential explanatory mixed methods design was employed in conducting the study in 10 primary schools. A total of 248 parents, 26 teachers and 5 principals were sampled. The findings suggest that parental empowerment and their efficacy beliefs are important features in determining their level of involvement. The invitation to be involved and how the invitation is made are critical to parents wanting to be involved. Personal, educational, social and school-related barriers impact their involvement. The findings reinforce the tripartite relationships between the family, school and children in improving parental involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01